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ISchool WebBoard
Teacher in the Web e-Learning Project
Licensing Stuff and Copyright
This is an open content compilation and distribution on the body of knowledge, implementation cases, reusable templates, and open source licensed software to jumpstart the effective and efficient service delivery of Infocommunications technology in the instruction and learning.
The information, documents and software introduced in this presentation belong to the cited author(s) or company(s), and subject to the copyright and licensing terms of the original author/s.
This educational presentation does not claim connection nor represens the cited products or corporation.
All brand names and logos cited in this educational presentation are copyrighted to the original author or corporation.
This educational presentations adheres to applicable open source/content license, and freely reusable clause provided by the source of the materials.
The Objectives Define the common language, work objectives, work packages,
process and technology to implement e-learning Build a common understanding on Instructional Design to
integrate digital technology resources in instruction and learning. Create the Instruction Plan template that incorporates modalities
of e-learning, and content from readily available digital repositories.
Initiate the process of designing of a course e-learning webboard to contain competency standards, study guide, lecture notes, links to on-line forum, e-mail group, blogs, wikipedia, and knowledge references.
Introduce the use of curricular content and standard references from the World Wide Web
Provide initial guidance on the use of software to create presentation, web pages, and to get into the Internet.
Work Schedule
Day 1
Morning:Instructional Design and Planning Model
Learning, Instruction, and Competency Instructional Design Process Task List of Instructional Designer
Afternoon:Program of Instruction and e-Learning Modalities
e-Learning Defined e-Learning Modalities On-line Identities
Day 2
Morning:Open Source Software to Implement e-Learning
Front-end Solution Back-end Solution
Afternoon:Open Source Services in the Internet
Web Mail Web Log Wiki Web Host Learning Content Management System
Day 3
Morning: Building the ISchool Web Board Discovery and Design Define the Learner Define Course Materials Technology Support
Afternoon: Lesson Plan Evaluation Search the Net Evaluate Net Content
Day 4
Morning: Building the ISchool Web Board Part IISetup Web Mail and Web Log
Afternoon: Setup Wikipedia, and On-Line Assessment
Day 5
Morning: Create the Web Page Write a lesson web page to contain
presentation, activities, and assessment Afternoon: Create the Web Page
How to publish the web page, and to perform editing.
Training Evaluation
Herbert Simon, Nobel Laureate
“For the computer to bring about
a revolution in education, its introduction must be
accompanied by improvements
in our understanding of learning and teaching.”
Teacher’s Work Objectives
Work Packages of Teacher
Learning & Instruction
•Learning: The process that results in changes in the human behavior and in the human capabilities to function or perform.
•Instruction: Set of events that affects learners in their way to achieve learning.
Learning & Instruction Competency...an integrated set of
skills, knowledge, and attitudes that enables one to effectively perform the activities of a given occupation or function to the standards expected in employment.
Learning & Instruction
Content Suitability Outcome
Learner Attitude Aptitude Environment
Instruction Face to Face Blended Activities
Bloom’s Taxonomy of Learning Knowledge: arrange, define, duplicate, label, list, memorize,
name, order, recognize, relate, recall, repeat, reproduce state. Comprehension: classify, describe, discuss, explain, express,
identify, indicate, locate, recognize, report, restate, review, select, translate,
Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.
Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.
Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.
Instructional Tasks
Learner Knowledge Level – selection of appropriate content topic, and instructional activity
Learner Learning Attitude – Selection of appropriate activity
Assessment – selection of evaluation tool to test attainment of learning outcome
The Term E-Learning It covers the wide set of
applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, CD-ROM, and more.
Glossary of E-learning Circuit
Electronic Learning
Instructional Technology
Instructional Technology is the theory and practice of design, development, utilization, management and evaluation of processes and resources for learning.
Seels & Richey (1994).
e-learning
The utilization of digital technology for:
Learning Reference Instructional Event
View e-Learning Project
e-Learning TasksReferences
Presentation Activity
Assessment
The iSchool WebBoard e-Learning Project
FGD
What is instructional design? What is DEPED process model in
instructional design?
The Term Instructional Design
• The development of 4. instructional materials and instructional materials and activitiesactivities; and tryout and evaluation of all instruction and learner activities.
• The systematic development of 1. InstructionalInstructional specificationsspecifications
based on some learning and instructional theory to ensure the quality of instruction.
• The process of analysis of 2. learning needs and learning needs and goalsgoals and the development of a 3. delivery systemdelivery system to meet those needs.
Instructional Design
GoalSetting
Analysis DevelopObjectives
DevelopAssessment
MetricsIdentify
InstructionalStrategy
DevelopMaterials
Implement
Essential Steps
Stan
dard
Lear
ner
EvaluateRevise
ID Step 1 -Goal Setting
Identifying the overall course goal
Set Goals
1. Goals are clearly stated in terms of what students know and are able to do as the result of instruction and learning.
2. Goals are appropriate for the intended learners.3. Goals are related to the needs of all learners.4. Goals are stated in terms of student learning.5. Carefully consider the amount of discipline-specific and task-
specific knowledge and skills needed by the learners to be successful.
6. Include goals focusing on communication and thinking as well as discipline-specific topics, concepts , and processes.
7. Set affective goals focusing on the essential attitudes and dispositions required by the learner in the unit (e.g. positive interpersonal relationships due to the cooperative learning activities).
ID Step 2 -Analysis
Analysis of what is to be learned, of the learners, of the learning environment, and, of the environment in which the learning is to eventually be applied
ID Step 3 – Objectives Development
Identifying and stating in measurable terms the objectives for each lesson
ID Step 4 - Assessment Measures
Identifying criterion-referenced assessment measures
Development
Create Learner Outcomes
1. Outcomes are based on the goals, standards, and needs of the learners.
2. Outcomes are measures of learning.3. Outcomes identify what is to be assessed, the condition under
which the learning must be demonstrated, and the criteria for successful performance.
4. Sample evidence that the learner has successfully demonstrated all performance outcomes indicates that goals have been achieved.
5. Select and target worthy outcomes for student learning.6. Focus on the important concepts and meaningful knowledge at the
heart of essential understandings that students need to develop. Avoid overwhelming the learners with unconnected "factoids" and instead focus on the big ideas linked through higher level thinking/processing.
7. Outcomes should be consistently and clearly8. communicated in terms that are understood by ALL
ID Step 5 -Instructional Strategies
Chunking learning into logical components, selecting the appropriate media, and identifying the instructional strategies that will best facilitate learning
Identification
ID Step 6 -Development of Materials
Producing the materials and Web site components for an online class; also includes obtaining commercially-produced materials/textbooks/e-books/WBT/CBT as appropriate
ID Step 7 -Implement Instruction
Make the stakeholders experience the products.
ID Step 8 -Evaluate and Revise
Solicit feedbacks and further the expert review in order to appropriately revise materials
Instructional Designer
The Instructional Designer
ID Template
Program of Instruction Mindset
"Using technologies effectively in education requires shifting our focus from teaching to learning, with more and more of the learning coming under the control of the learner”
….Ramirez, R., & Bell, R. (1994). Byting back: Policies to support the use of technology in education. Oak Brook, IL: North Central Regional Educational Laboratory
Reaction Please!
“Learning coming under the control of the learner”
Assumption 1
Interaction rather than isolation: Knowledge and expertise develop when students have a chance to interact with resources that include their peers, teachers, experts from various fields, and print and electronic text and databases.
Assumption 2
Individual learning styles: Learners are most successful when they can use a learning style suited to their needs.
Assumption 3
Adequate professional development: In order to implement and adapt alternative learning strategies, teachers must be helped to become models of active learning.
Assumption 4
Learning as the main consideration in decision making: Curriculum planning and scheduling should focus on using time according to learning needs, rather than on conforming learning to divisions of time.
Assumption 5
Cognitive research: Students learn best when the tasks involve meaningful contexts, activities, and problems so that they can actively construct their own knowledge and develop the ability to apply what they learn to new situations.
Assumption 6
Explicitly stated performance outcomes: Accountability can be ensured if progress on assessment measures reflects skills learned in classroom activities.
Active Learning Model (J.Brunner)
Principles: Instruction must be concerned
with the experiences and contexts that make the student willing and able to learn (readiness).
Instruction must be structured so that it can be easily grasped by the student (spiral organization).
Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given).
Do Active Learning
Gagne’s Nine Events of Instruction
1. Gain attention 2. Inform learner of objectives3. Stimulate recall of prior learning4. Present stimuli with distinctive features 5. Guide learning 6. Elicit performance 7. Provide feedback 8. Assess performance 9. Enhance retention and learning transfer to job
IE1.Gain attention
Use of multi-media, graphics and animation
Web-design Announcement (Calendar, e-mail) Discussion of current topics (e-forum) Referral to Web sites (Site Link)
IE2. Inform objectives
Course orientation Course tutorial Post syllabus
IE3. Stimulate recall of prior learning
Getting started self-test e-discussion of prior topics e-book reference 0n-line tutorial sites
IE4 Present the content
Web-enhanced lectures, textbook activities, e-books technology-assisted content deliver Activities through Web-research simulations audio/video E-modules animation
IE5. Provide Learning Guide
Post syllabus course notes assignments other course materials
IE7. Elicit feedback
Web-enabled student surveys Discussions and Quizzes Students submit work electronically
IE8. Provide feedback
Electronic discussions email responses
IE9. Assess performance
Online testing Graded work is emailed back to the
students
IE9. Enhance retention and job transfer
Web-research fosters critical thinking Team collaborations Resolve case studies Use of technologies common in the
workplace
Program of Instruction Well defined objectives in terms of
specific measurable objectives or learning outcomes.
Clearly spelled out skills, knowledge and attitudes to be developed.
Available resources and strategies to be utilized.
Organize structuring, sequencing, presentation, and reinforcement of the content.
Matching of assessment methods to the learning objectives to ensure agreement between intended outcomes and assessment measurements.
Mind MapSUBJECT
AIM GOAL OBJECTIVES STUDENT
STANDARD CONTENT
MODULE 1 MODULE 2 MODULE 3 MODULE 4
DURATION CERTIFICATION
Topic 1 Topic 2 Topic 3
TerminalObjectives
LearningSummary
LearningNotes
LearningActivity
DurationMaterials
Learning Reference
LearningAssessment
How to be an e-learner
The Web Site The Blogs The Forum The e-Mail The e-Book The Help File The Wikipedia The eBB On-line Assessment E-Library Infoweb
On-line Identity
E-mail Address Mail Group Web Log Address Web Site Address eForum Address Wiki Address
Web Host Web Mail eForum Blogs
LMS/CMS ServiceQuiz System
Info Database
On-line LibraryE-LEARNING
KnowledgeComprehension
ApplicationAnalysis
SynthesisEvaluation
Instructional Presentation
Instructional Assessment
Instructional Reference
Instructional Activity
INSTRUCTION EVENT1. Gain attention 2. Inform objectives3. Stimulate recall 4. Present stimuli 5. Guide learning 6. Elicit performance 7. Provide feedback 8. Assess performance 9. Enhance retention
THE INTERNET
The Subject Lesson Web Page
The Subject Title The A.G.O. The Content Outline The Resource Links The Activities
Read and Make a Report Read and Analysis Test Simulation Gamers